Examined advanced mathematics achievement among high school students using data from the Third International Mathematics and Science Study. Examination of school- and student-level factors indicated that gender and economic disparities existed, even with the most advanced students. This disparity varied by school. Parent education related to…

Longitudinal case study of reform efforts centering on the Talent Development Middle School model at low-performing, high-poverty middle school in Philadelphia. Finds that student gains in mathematics, science, and reading achievement at subject school exceeded that of students in comparable school. (Contains 19 references.) (PKP)

A study investigated the mathematical problem-solving abilities of 18 fourth-graders with mathematics disabilities (MD) with and without comorbid reading disabilities (RD). Results demonstrated large deficits for both groups. However, the differences between students with and without RD were mediated by the level of problem solving and by…

Presented is a study which focused on using turtle graphics programing for geometric problem solving. The goal was to investigate changes in children's mathematical knowledge and results indicate that the LOGO environment enriched children's geometric conceptualizations and sophistication of their geometric thinking. (KR)

Tested effects on psychological development of mathematics tutoring program involving 15 high school girl tutors paired with elementary school girls. Found tutors improved both on conceptual maturity and value judgment. Found elementary girls improved on mathematics achievement test and measures of success attribution with control group showing…

Eight articles on international educational indicators (IEIs) are presented. Topics include functions and limitations of IEIs; science and math indicators and national welfare; higher education indicators; cost and resource indicators; and national perspectives from the United States, Australia, France, and England and Wales. (TJH)

Twenty-six articles including information about the cognitive and academic characteristics of learning-disabled college students are reviewed, focusing on levels of intellectual functioning, reading achievement, mathematics achievement, written expression, and foreign language performance. Research needs and implications for service provision are…

Discussed are some objections to using calculators in mathematics instruction and testing. Indicates that many commercially available tests do not permit the use of a calculator. Several steps to facilitate the use of calculators are suggested. (YP)

Studies of word problem solving of story problems are reviewed and six immature strategies commonly used by elementary and junior high school students are highlighted. Suggested are some recommendations for mathematics instruction. (YP)

Examined concurrent validity of Wide-Range Achievement Test-Revised and Kaufman Test of Educational Achievement with teacher estimates of classroom performance in reading and mathematics, comparing test performance of average third and fourth graders (N=134). Results suggest that adequate assessment of achievement requires selective use of…

Examines teachers' choices of most and least successful students in terms of mathematics test scores. Teachers were most inaccurate when selecting most successful boys. Teachers tended to relate success to ability with boys and to effort with girls. (Author/YP)

Investigates patterns of sex differences for responses to problems across the countries involved in the Second International Mathematics Study. Reports no substantial gender effects on any of the content areas using the median polishing method. (YP)

Analyzes the Second International Mathematics Study data on the use of instructional aids by 103 Ontario grade eight mathematics teachers using dual-scaling analysis. The effect of instructional aids did not remain after the influence of topic coverage was removed. (Author/YP)

Described is a study which was designed to investigate the effects of two evaluation methods on the learning process in mathematics courses. States that in one method students were given daily tests; the second method relied on weekly tests. No significant differences were noted; however certain trends were apparent. (RT)

The effects of classroom practices on stratification of students' self-perceptions of math ability were estimated in 67 upper elementary math classes (N=1,612 students) from predominantly White, middle-class communities. Results suggest that the effects of task structure depend on the actual dispersion of ability levels in the class. (SLD)